MANA 444 - FINAL EXAM Latest Update -

MANA 444 - FINAL EXAM Latest Update - 190 Questions and 100% Verified Detailed Correct Answers Guaranteed

• In what year did the government of Quebec introduce and pass the Act to Foster the

Development of Manpower Training?

• 1975
• 1985
• 1995

d. 2005 - CORRECT ANSWER: c. 1995

A company decides to implement an in-house training program. To save on training costs, it decides to implement a systematic cross-training program whereby a senior employee systematically coaches a junior employee over a set period of time using a standardized process. This company is engaged in a so-called "informal learning"

approach to training. - CORRECT ANSWER: True

A high-performance work system may be described as a specific combination of human resource practices that maximize the knowledge, skills, abilities, flexibility, and

commitment of employees - CORRECT ANSWER: True

A learning culture is best described as the norms and values an organization has toward

its shareholders. - CORRECT ANSWER: False

A multilevel systems model of organizational learning assumes learning occurs at three distinct yet interconnected levels. Which of the following is NOT one of those levels?

• human capital level
• organizational level
• group level
• individual level - CORRECT ANSWER: a. human capital level 1 / 4

A needs analysis typically has three levels including an organizational analysis, a

departmental analysis, and a person analysis - CORRECT ANSWER: False

A senior manager in an organization asks you to explain why technology is playing such an important role in facilitating knowledge management. Which of the following is likely to be central to your response?

• technology use is becoming fashionable with senior management and popular with

employees

• technology has significantly lowered the cost of managing knowledge
• technology is an important employee retention tool
• technology is a key discipline of learning organizations - CORRECT ANSWER: b.

technology has significantly lowered the cost of managing knowledge

a) Briefly define "explicit knowledge" and "tacit knowledge," and provide an example for

each.b) Why is tacit knowledge so hard to codify or transfer from employee to employee? - CORRECT ANSWER: a) Explicit knowledge refers to things you can buy or trade, such as copyrights or patents. An example would be the formula for Coke, Col. Sanders's "secret recipe" for Kentucky Fried Chicken, or the Ford Motor Company blue oval.Tacit knowledge is the wisdom that is learned from experience or insight. Examples would include things like insight, intuition, little tricks, and judgment. An example would be gifted artistic and musical abilities.

b) Tacit or implicit knowledge is based on an individual's experiences—it has context,

and often it is very difficult for the holder of tacit knowledge to codify it or share it with others.

a) Briefly describe at least three reasons why many managers avoid the costing process

when it comes to training.

b) What might senior management do to "encourage" training programs to include

costing and some element of quantifiable benefits associated with specific training

programs? - CORRECT ANSWER: a) Some managers avoid the costing process

because: 2 / 4

• It can be complex and time consumingii. They are skeptical about the theoretical

underpinnings of the processiii. They believe that many of the benefits of training (such as job satisfaction and improved communication) cannot be expressed in terms of a dollar value

b) Senior managers should ask that costing and benefits (quantifiable) be included

when requests for funds are made by training departments. Furthermore, they should ensure that training departments have the required skills to undertake such activities.

a) Briefly describe five things that can be done to increase the credibility of estimating

the benefits of a training program.

b) Why have cost-effectiveness calculations been described as "part art and part

science"? - CORRECT ANSWER: a) A trainer can help to increase the credibility of their

estimates of the benefits of a training program by:

• Taking a conservative approach when making estimates and assumptions ii. Using the

most credible and reliable sources for estimatesiii. Explaining the approaches and assumptions usediv. Adjusting numbers to more realistic values when they appear overstated v. Using hard data whenever possible

b) The appearance of quantitative rigour is just that—an appearance, as the majority of

calculations are based on assumptions and/or the opinions of experts. Hence, the validity and reliability of the calculations are only as good as the level of accuracy provided by experts and having assumptions actually materialize. In fact, ROI calculations are based on some future benefit(s) which may or may not materialize.

a) Compare and contrast mentoring and coaching.

b) If you were implementing a mentoring program in your company, what best practices

would you implement to improve the chances of developing successful learning

outcomes from your mentoring program? - CORRECT ANSWER: a) Coaching and

mentoring are both effective techniques for on-the-job training. Coaching involves a seasoned employee working closely with another to develop insight, motivate, build skills, and provide support through feedback and reinforcement. Coaching is useful for enhancing skills and improving performance in areas such as interpersonal skills, leadership skills, cognitive skills, and self-management skills. Coaching emphasizes the planned use of opportunities in the work environment to improve or to enhance employee strengths and potential. In this regard, it is similar to mentoring, which is a method in which a senior member of an organization takes a personal interest in the career of a junior employee.Where mentoring differs from coaching is in its focus—mentoring is directed toward providing career and psychosocial support to the person being mentored (the protégé). 3 / 4

b) Students may answer this question by drawing on the key points in The Trainer's

Notebook 7.2, including business objectives, selection criteria, mentee assessment, training, matching process (mentor and mentee), criteria for success, rewards, timeline, and feedback.

a) Define "communities of practice," provide an example of a community of practice,

and explain their importance to organizational learning.b) Notwithstanding the fact communities of practice tend to be informal systems often formed on their own, what specific actions should management undertake to foster and nurture the creation of communities of practice in their organizations? - CORRECT ANSWER: a) "Communities of practice" are networks of people who work together and regularly share information and knowledge. Examples would include best practice teams or apprenticeships.Communities of practice are important to organizational learning because learning is social and knowledge will not be valued unless there is a shared understanding of its importance.

b) Identify potential communities and potential members by bringing them together.

Develop processes and systems (infrastructure) to support communities of practice and, finally, listen and use the output created by these communities to improve organizational performance.

a) Define emotional intelligence, list the five key skill sets of EI, and explain its

importance to management development.

b) Why is emotional intelligence an exciting notion from a training and development

perspective? - CORRECT ANSWER: a) Emotional intelligence is the ability to manage your own and others' emotions and your relationships with others. The five key skills sets of EI are self-awareness, self-control, motivation or drive, empathy, and interpersonal skills. Emotional intelligence is a critical aspect of management development because the main functions and roles of managers involve interacting and communicating with people, and the EI skills are critical to do that effectively.

b) There are many possible approaches students may take in addressing this question.

One such approach should leverage the idea that unlike IQ, EQ can be developed indirectly, through exposure and feedback. If, in fact, the level of EQ is not static over one's life, then it would be reasonable to conclude that targeted management development programs addressing the five key skills associated with EQ should provide organizations with positive return on their management development expenditures. This

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